Equity-minded teaching that mindfully supports first-gen students, and others, does NOT mean lowering standards for performance. Nor does it mean unsustainably sacrificing our time, energy, and attention ("bending over backwards").

It DOES mean carefully considering what we're asking for, why we're asking for it, and explaining our reasoning in ways that make sense to first-gen students, i.e. un-hiding the hidden curriculum.

It takes a lot of thought to formulate policies that are supportive but set reasonable boundaries, particularly regarding late work and make-up work, and make-up exams. Other sticky areas include attendance and participation and use of technology in the classroom.

Faculty especially struggle with formulating grading systems that encourage persistence and reward growth while serving other, less learning-centered but at this point in the arc of the academy still necessary, purposes of grading -- differentiating among students, communicating to other people, etc.

For this reflection, focus on:

What are you thinking in terms of policies and grading systems?
Why are you thinking those things? Based on what values and assumptions?
How will you communicate those policies and systems in clear, transparent ways that unhide the hidden curriculum?
How will you find out what the basic practices are in your department?